what makes a good community?€¦ · mathematics what makes a good community? common core standards...

What Makes a Good

Community?

Library Science 6144

Summer 2012

Dr. Jami Jones

Melissa George, Joanne Stebbins, Amanda Jacobs,

Kimberly Ray and Lisa Sutton

An Inquiry Unit for K-12 Students

http://www.public-domain-image.com/people-public-domain-images-pictures/a-family-enjoys-a-leisurely-walk.jpg.html

























Six

Guiding Questions

1) What makes a good community?

2) Does a community need a leader? If communities need leaders

what makes a good leader/why is leadership important? If

communities do not need leaders how would the community

run/govern; or what would be the way the community operated?

3) What are an individual’s responsibilities to their community and

the community's responsibility to the individual?

4) What is the role of citizens in their community, locally, nationally,

and globally?

5) How are global communities interdependent?

6) What type of activities could be created within the community for

youth?

For K-12 students

Mathematics

What Makes a Good Community?

Lower Elementary (Grades K-2)

Mathematics


Inquiry Activity (Grades K-2) In this activity, students are using mathematical inquiry to explore the idea “What makes a

good community?” with attention to individual and group responsibilities and roles. This

lesson is structured after the “flipped” lesson model, in which students will do the research

for the lesson at home prior to the lesson, and will work collaboratively to develop meaning

from the data collected through discussion at school.

Activity: After observing jobs completed by family members at home, students will work

collaboratively to sort pictorial job cards into groups based on who usually performs the job

at home. Each group will then be assigned a question related to who completes tasks at

home (i.e. “Who takes out the trash?”). The members of the group will create a four

category bar graph to represent group member’s responses. The graphs will be

constructed using software from the website at www.create-a-graph.com. Each group will

share their graph, explain their data, and compare results to other groups. In closing, each

student will answer the prompt below in their math journals explaining their opinion and

using data from student graphs to support their idea. Prompt: Which job is the most

important in your household community? Why?

http://www.create-a-graph.com/






Mathematics


Possible Modifications (Grades K-2)

This lesson is designed to engage diverse learners. The sorting using picture cards

will appeal to kinesthetic learners and the use of graphs to display data will support

visual learners. The integration of technology to create a data will function as a

support to those with gross motor skill challenges. The collaborative nature of this

group can serve as a support for low performing or English Language Learners, who

will benefit from the group discussion and pictoral cards. A sentence frame can be

given to students for the journal prompt to support English Learners and those

struggling with written expression. For accelerated learners, an enrichment activity

may be posed in which students are given scenarios (in forms of graph data to be

interpreted) of unbalanced contributions in a family community and students

generate solutions and analyze the impact on the family.

Mathematics


Common Core Standards (Grades K-2)

1.MD.4. Measurement and Data

Represent and Interpret Data: Organize, represent, and

interpret data with up to three categories; ask and answer

questions about the total number of data points, how many in

each category, and how many more or less are in one category

than in another.

2.MD.10 Measurement and Data

Represent and Interpret Data: Draw a picture graph and a bar

graph (with single-unit scale) to represent a data set with up to

four categories. Solve simple put-together, take-apart, and

compare problems using information presented in a bar graph.

Mathematics What Makes a Good Community?

P21 Standards (Grades K-2)

Critical Thinking and Problem Solving

• Analyze how parts of a whole interact with each others to producer overall

outcomes in complex systems

• Effectively analyze and evaluate evidence, arguments, claims and beliefs

• Interpret information and draw conclusions between information and arguments

Communication and Collaboration

• Articulate thoughts and ideas effectively using oral, written and nonverbal

communication skills in a variety of forms and contexts

• Demonstrate ability to work effectively and respectfully with diverse teams

• Assume shared responsibility for collaborative work, and value the individual

contributions made by each team member

Mathematics


AASL Standards (Grades K-2)

1.1.2. Use prior and background knowledge as context for new learning

1.1.9 Collaborate with others to broaden and deepen understanding.

1.3.4 Contribute to the exchange of ideas within the learning community.

2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis,

synthesis, evaluation, organization) to information and knowledge in order to construct new

understandings, draw conclusions, and create new knowledge

2.1.2 Organize knowledge so that it is useful.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular

areas, real- world situations, and further investigations.

2.1.4 Use technology and other information tools to analyze and organize information.

2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions,

and solve problems.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products

that express new understandings.

2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of

evidence leads to a decision or conclusion.

3.1.5 Connect learning to community issues.

Language Arts


Upper Elementary (Grades 3-5)

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ACTIVITY:

Students will brainstorm reasons of how the question "What Makes a Good

Community" has to do with the book Wilfrid Gordon McDonald Partridge by Mem

Fox. Students will survey other students asking questions that they create about

elderly people and/or nursing homes and people with disabilities. Students will

create questions to ask upon our visit to the nursing home about our community

and the changes witnessed in their lifetimes. Students will be put into groups and

design jobs to create a presentation of their interviews. Each member of the group

will have a job and will be graded upon their specific duty. Students will be supplied

with flip cameras and digital cameras to use with interviews. People interviewed

will have the option of how they would like their experiences documented.

Extension:

Students may adopt a grandparent from the nursing home and throughout the year

visit or correspond through letters and videos.

Language Arts


Inquiry Activity

The lesson has been created to allow for activity that takes into account the learning

styles and needs of all the students. There is movement for those with ADHD and

activities that allow students to have various responsibilities and be part of the

group activity. Students will be learning community by creating their project and

working together.

Language Arts


Possible Modifications

Common CORE Language Arts Standards 3-5: Reading Standards for Literature

Grade 3 Key Ideas and Details

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.

2. Determine the main idea of a text; recount the key details and explain how they

support the main idea.


1. Refer to details and examples in a text when explaining what the text say explicitly and when

drawing inferences from the text.

2. Determine a theme of a story, drama or poem from details in the text: summarize the text.

3. Describe in depth a character, setting or event in a story or drama, drawing on specific details in

the text (e.g. character’s thoughts, words, or actions).


1. Determine a theme of a story, drama, or poem from details in the text, including how characters in

a story or drama respond to challenges or how the speaker in a poem reflects upon a

topic;summarize the text.

2. Compare and contrast two or more characters,settings, or events in a story or drama, drawing on

specific details in the text (e.g., how characters interact).

Language Arts


Language Arts


P21 Standards

CREATIVITY AND INNOVATION

Think Creatively

COMMUNICATION AND COLLABORATION

Communicate Clearly

INFORMATION LITERACY

Use and Manage Information

MEDIA LITERACY

Create Media

ICT (Information, Communications and Technology) LITERACY

Apply Technology Effectively

Language Arts


AASL Standards

Skills

3.1.4 Use technology and other information tools to organize and display

knowledge and

understanding in ways that others can view, use, and assess.

3.15 Connect learning to community issues.

Dispositions in Action

3.2.3 Demonstrate teamwork by working productively with others.

Responsibilites

3.3.4 Create products that apply to authentic, real-world contexts.

3.3.1 Solicit and respect \diverse perspectives whle searching for information,

collaborating with others, and participating as a member of the community.

Physical Education


Upper Elementary (Grades 3-5)

http://images.google.com/hosted/life/d3a016f262e68e47.html



Physical Education

Activity: Students will play a game call Pirate Ball. Students have to

design their game plan within their team. Teams are accountable

for other team members and their balls that they have to get to their

base. Team building and leadership skills will be manifested.

Modifications: Any student not able to participate due to injury or

being physically disabled will be designated as scorekeeper and

watching to ensure rules are maintained during the games.


Inquiry Activity and Possible Modifications (Grades 3-5)

Physical Education


NC Essential Standards (Grades 3-5)

Essential Standard 4 PR 4 and 5 PR 4

Use behavioral strategies that are responsible and enhance respect of

self and others and value activity.

PE.5.MS.1.1 and PE.4.MS.1.1

Execute combinations of more complex locomotor skills and

manipulative skills specific to individual, dual, and team activities.

PE.4.PR.4.2 and PE.5.PR.4.2

Use cooperation and communication skills to achieve common goals.

Art What Makes a Good Community?

Middle School (Grades 6-8)

http://www.flickr.com/photos/tomsaint/3053493600/



Art

Students will participate in the 100 People: A World Portrait Project. This project includes

students or classes choosing individuals from their community whom they admire. The

students will each interview a person whom they admire and create a portrait or photograph of

that person. Students will be provided with official interview questions and community profile

worksheet. They will go online to find information about their local community to complete

profile. Then, students can complete a statistics worksheet (optional Math integration). The art

teacher can discuss the product with students with the following questions :

•How do you communicate your ideas?

•How do you capture the inspiration that you feel and present it to an

audience?

•What makes a compelling portrait?

•How can different visual and writing techniques help you tell your story?

This photograph/portrait can be submitted to the official project foundation and may be used

to promote global understanding and communication.This project can can also be modified

and done for the local community only or expanded to include pen-pals.

Website for project: http://100people.org/images/100People_Lesson_Plan.pdf


Inquiry Activity (Grades 6-8)

http://100people.org/images/100People_Lesson_Plan.pdf

http://100people.org/images/100People_Lesson_Plan.pdf

Art

-Hearing Impaired- Students can give their list of questions to

the person whom they interview to have them answer.

-ESL- Students can type their responses in their own

language and use a translation program online to convert the

words to English.

-Visually Impaired- Students can record their interview and

be paired up with another student to write their interview

recording and to take their photograph. Students may also

create a sculpture for local assessment.


Possible Modifications (Grades 6-8)

Art

Visual Art:

6.V.2, 7.V.2, and 8.V.2- Apply creative and critical thinking skills to artistic expression

6.V.2.2- Understand observation skills of the immediate environment to create original

imagery.

6.V.2.3- Understand that original imagery is a means of self-expression used to

communicate ideas and feelings

7.V.2.2-Use observation skills of the environment and personal experiences to create

original imagery.

8.V.2.2-Apply observation skills and and personal experiences to create original art

8.V.2.3- Create original art that conveys one or more ideas or feelings

Contextual Relevancy:

6. CX.2-Understand the interdisciplinary connections and life applications of the visual

arts

6.CX.2.2- Understand the relationships between art and other disciplines.

6.CX.2.4-Understand the role of art in creating digital images, technological products,

and design.


NC Essential Skills (Grades 6-8)

Art

• Creativity and Innovation

• Communication and Collaboration

• Information, Media, and Technology skills

• Social and Cross-cultural skills


Partnership for 21st Century Skills(Grades 6-8)

Art

Inquire, think critically, and gain knowledge.

1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and

make the real- world connection for using this process in own life.

Draw conclusions, make informed decisions, apply knowledge to new situations,

and create new knowledge.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create

products that express new understandings.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to

curricular areas, real- world situations, and further investigations.

2.1.4 Use technology and other information tools to analyze and organize information.

2.3.1 Connect understanding to the real world.

Share knowledge and participate ethically and productively as members of our

democratic society.

3.1.4 Use technology and other information tools to organize and display knowledge

and understanding in ways that others can view, use, and assess.


(AASL) Standards for the 21st Century Learner

Science What Makes a Good Community?

Middle School (Grades 6-8)

http://www.fotopedia.com/items/flickr-4536300484




Summary: Students form pairs in which they will read about the impacts of climate

change from perspectives of various people from around the world. Students will read printed

and online perspectives. Then, students will answer questions about what they read. As a

class students will present their information and discuss how these impacts are connected

across the global community.

Materials: Globes, world maps, Internet, printed handouts for each group from website and

list of websites to explore. Printables from Making Climate Change Connections at

www.facingthefuture.org

Potential Websites: 1.) World Wildlife Fund: Provides primary documentation of how climate change is affecting

communities around the world.

http://wwf.panda.org/about_our_earth/aboutcc/problems/people_at_risk/personal_stories/

2.) National Public Radio (NPR) offers connections through a global journey on which

students can use an interactive map to hear stories of climate change from around the globe.

http://www.npr.org/news/specials/climate/interactive/


Inquiry Activity Pt 1/3

http://www.facingthefuture.org

http://www.facingthefuture.org



Pre-reading discussion: Have students discuss the geography and climate in their community (local, state, country, and

continent). Discuss what they know about the climate in other regions around the world. Tell the

students that they are going to read/hear about the geography and climate from areas around the

world from eyewitness accounts. Tell them that as they read, they need to be thinking about how

these areas are interconnected.

Questions for pairs from reading: 1.) Describe the environment of your story.

2.) What plants and animals are in your region and how have they been affected by climate

change?

3.) How are the activities of people from your region being affected by climate change?

4.) What are the people in your region doing to affect the changes in their climate?

Extended Hands-On Activity: Have student pairs get together with another group to form a four person team so they can look

at two environments. Have the team create a three ring Venn Diagram to represent the similar and

different impacts made on their environments.




Science


Once Venn Diagrams are complete, hang them around the room and allow the groups to

rotate and view each representation. Finally, have them answer the questions below.

Post-Presentations Questions (pairs, team, individual, or whole class discussion):

1.) How is climate change affecting people in various areas around the world?

2.) How are those effects connected?

3.) What are some other ways that the person from your reading could lessen the impact

of climate change?

4.) Describe some ways that you could lessen the impact that you make on climate

change in your community?

5.) Why do you think some areas are more sensitive to climate change than others?

6.) What changes can you make to your environment to contribute to making it a good

community?

Post Presentation Video (optional):

Students can watch the 57 minute documentary directed by Andrea Torrice in 2000 called

Rising Waters: Global Warming and the Fate of the Pacific Islands. This includes

personal stories of climate change in various communities around the world and includes

researcher input. It can be found at www.bullfrogfilms.com/catalog/rw.html

http://www.bullfrogfilms.com/catalog/rw.html

http://www.bullfrogfilms.com/catalog/rw.html

-ESL: Websites- WWF website with climate witness stories has some

stories that have been translated into foreign languages.

-ADHD, Kinesthetic, linguistic, or auditory learning style: Have

students either in pairs, groups, or individually imagine an interview with the

eyewitness from their reading. Have them imagine the questions and

answers from the interview. Ask the student to tell about how they might

work with the eyewitness to make a positive impact on their environment.

They can create a script and perform the interview for the class or write it

up as a story.


Possible Modifications

Science


NC Essential Skills Addressed for Grades 6-8

Science

6.E.2- Understand the structure of the earth and how interactions of constructive and destructive

forces have resulted in changes in the surface of the Earth over time and the effects of the

lithosphere on humans.

6.L.2-Understand the flow of energy through ecosystems and the responses of populations to

the biotic and abiotic factors in their environment.

7.E.1-Understand how the cycling of matter (water and gases) in and out of the atmosphere

relates to Earth's atmosphere, weather, and climate and the effects of the atmosphere on

humans.

8.P.2- Explain the environmental implications associated with the various methods of

obtaining,managing, and using energy resources.

8.E.1- Understand the hydrosphere and the impact of humans on local systems and the effects

of the hydrosphere on humans.

8.L.3- Understand how organisms interact with and respond to the biotic and abiotic components

of their environment.


P21 Skills

Science

• Creativity and Innovation

• Critical Thinking and Problem Solving

• Communication and Collaboration

• Collaborate with Others

• Information Literacy

• ICT

• Life and Career Skills


(AASL) Standards for the 21st Century Learner

Science

Inquire, Think Critically, and Gain Knowledge 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world

connection for using this process in own life.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in

order to make inferences and gather meaning.

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

Draw conclusions, make informed decisions, apply knowledge to new

situations, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and

apply knowledge to curricular areas, real- world situations, and further investigations.

2.3.1 Connect understanding to the real world.

2.3.2 Consider diverse and global perspectives in drawing conclusions.

Share knowledge and participate ethically and productively as members of our

democratic society. 3.1.5 Connect learning to community issues.

3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing

questions and ideas during group discussions.


Social Studies

High School

http://www.flickr.com/photos/mindaugasdanys/3404247372/



Social Studies

Activity: United Nations Simulation

World History students will examine the question “What makes a good

community?” on a global level as they apply the question to their study of World

Wars, the League of Nations and the United Nations. Students will be able to

verbalize why these organizations came into being and what their goal is, will

demonstrate how they work and will analyze their effectiveness. The class’ study

will culminate in a full class period simulation of the United Nations Security

Council.

Modifications: Since the Security Council is 15 members, students who are

special needs will be paired up with those who are doing well or may need an

additional challenge.


Inquiry Activity and Possible Modifications (High School)


Social Studies

NC Essential Standards:

World History .7: Understand how national, regional and ethnic interests have

contributed to conflict among groups and nations in the modern era.

World History .8: Analyze global interdependence and shifts in power in terms of

political, economic, social, and environmental changes and conflicts since the last

half of the twentieth century.

AASL: 1: Inquire, think critically, and gain knowledge. 2 - Draw conclusions,

make informed decisions, apply knowledge to new situations, and create new

knowledge. 3 - Share knowledge and participate ethically and productively as

members of our democratic society.

P-21: Global Awareness, Civic Literacy, Creativity and Innovation, Critical

Thinking and Problem Solving, Communication and Collaboration, Initiative and

Self-Direction, Social and Cross-Cultural Skills, Productivity and Accountability

Standards Addressed (High School)

Music What Makes a Good Community?

High School






Music

Music teacher and media coordinator will collaboratively present the topic "Community" to the

different high school choral classes (beginning, intermediate and advanced), and discuss

various guiding questions involving music and its contribution to "What makes a good

community?"

Lesson is presented in a flipped format, where students take initial topic and guiding question and

do the research (with the help of the media coordinator) prior to teaching it to the class. Then

the music teacher will teach the students the music they have selected.

Students will be divided into groups. Working in the media center with support from the media

coordinator, student groups will research several different culture's music from countries

around the world, answering the guiding question "What makes a good community?" as it

pertains to the contribution music makes to a society. Students will choose music that is

representative of the particular culture's history, and present both the country's background

information and the music selections to the entire choral group. The group will learn the

different musical selections, and perform them in an assembly for the entire school for the

purpose of celebrating diversity in the world during the United Nation's World Day for Cultural

Diversity for Dialogue and Development (May 21, 2012).


Inquiry Activity

Music

Students are working collaboratively in groups, so they will be able to assist each other

in doing the research and the presentation. This will enable students with different

intellectual abilities and learning styles to be successful in their inquiry activity. The

media coordinator will be available to the students for help in research.

Students who are more musically proficient will be able to take on a bigger role in

selecting the musical piece to learn, and students who are more technically proficient

will be able to take on a larger share of the research/presentation portion of the

project. Since there are several different aspects to this lesson, students will have

the opportunity to support each other and get support from each other with the areas

in which they are weaker or more proficient. This lesson can be modified for a variety

of learning styles and grade levels.

Possible Lesson Modifications


Music

Beginning High School Music standards are designed for students with no or limited K-8

progression in music education.

Musical Literacy B.ML.1 Apply the elements of music and musical techniques in order to sing and

play music with accuracy and expression.

Musical Response B.MR.1 Understand the interacting elements to respond to music and music

performances.

Contextual Relevancy B.CR.1 Understand global, interdisciplinary, and 21st century connections

with music.

Intermediate High School Music standards are designed for those students who have had a

complete K-8 progression in music education or who have achieved beginning level high

school standards for music.

Musical Literacy I.ML.1 Apply the elements of music and musical techniques in order to sing and

play music with accuracy and expression.

Musical Response I.MR.1 Apply the elements of music and musical techniques in order to sing

and play music with accuracy and expression.

Contextual Relevancy I.CR.1 Understand global, interdisciplinary, and 21st century connections

with music.

NC Essential Standards for High School Pt 1/2


NC Essential Standards for High School Pt 2/2

Proficient High School Music standards are designed for those students who have achieved

intermediate level music standards at the high school level.

Musical Literacy P.ML.1 Apply the elements of music and musical techniques in order to sing


Musical Response P.MR.1 Understand the interacting elements to respond to music and

music performances.

Contextual Relevancy P.CR.1 Understand the interacting elements to respond to music and

music performances.

Advanced High School Music standards are designed for those students who have achieved

proficient level music standards at the high school level.

Musical Literacy A.ML.1 Apply the elements of music and musical techniques in order to sing


Musical Response A.MR.1 Understand the interacting elements to respond to music and

music performances.

Contextual Relevancy A.CR.1 Understand global, interdisciplinary, and 21st century

connections with music.


Music

Music

Communication and Collaboration

• Collaborate with others- Demonstrate ability to work effectively and

respectfully with diverse teams.

• Exercise flexibility and willingness to be helpful in making necessary

compromises to accomplish a common goal.

• Assume shared responsibility for collaborative work, and value the

individual contributions made by each team member.

Music, especially music from a variety of cultures and countries, provides

an excellent opportunity for students to learn about the importance of

communication and collaboration. By working in collaborative groups,

students will practice P21 Skills for communication and collaboration.

P 21 Skills (High School)


AASL Standards for the 21st Century Learners

3.1 Skills- Share knowledge and participate ethically and productively as members of our democratic society.

3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the

learning.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in

ways that others can view, use, and assess.


3.1.6 Use information and technology ethically and responsibly.

3.3 Responsibility- Share knowledge and participate ethically and productively as members of our democratic

society.

3.3.1 Solicit and respect diverse perspectives while searching for information,collaborating with others, and

participating as a member of the community.

3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.

3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and

participating as a member of the community.

3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.

Music



Health

Upper High School (Grades 11-12)






Health

Health teacher and media coordinator will collaboratively present the topic "Community" to

the different Health Education classes, and brainstorm with students to form various

guiding questions involving health, how a society defines it and how the good health of its

citizens contributes to "What makes a good community?" in relationship to healthy eating,

fitness and health facilities. Communities will be discussed on a school, city, state,

national and international basis.

Working collaboratively in groups, students will research various community health related

questions, identify community resources for healthy food and fitness, and identify in

which areas the community is proficient and deficient in contributing to the health of its

members.

Students, while working in their collaborative groups, will contribute information to a Prezi

presentation. They will then present their presentations to their class, and vote on the

best Prezi. The winners of the best Prezi will present their findings at a town/city council

meeting, giving their specific recommendations for what the council could do to improve

and make the health of the community better.

Inquiry Activity (High School)


Health


Possible Lesson Modifications Students are working collaboratively in groups, so they will be able to

assist each other in doing the research and the presentation. This will

enable students with different intellectual abilities and learning styles to

be successful in their inquiry activity. The media coordinator will be

available to the students for help in research.

Students who are more technically proficient will be able to take on a

larger share of the research/presentation portion of the project. Since

there are several different aspects to this lesson, students will have the

opportunity to support each other and get support from each other with

the areas in which they are weaker or more proficient. This lesson can

be modified for a variety of learning styles and grade levels.

NC Essential Standards (High School)

Nutrition and Physical Activity

9.NPA.1 Analyze strategies using tools (MyPlate, Dietary Guidelines, Food Facts

Label) to plan healthy nutrition and fitness.

9.NPA.2 Create strategies to consume a variety of nutrient dense foods and

beverages in moderation.

9.NPA.3 Analyze the relationship of nutrition, fitness, and healthy weight

management to the prevention of diseases such as diabetes, obesity,

cardiovascular diseases, and eating disorders.

9.NPA.4 Apply lifelong nutrition and health-related fitness concepts to enhance

quality of life.

Health What Makes a Good Community?

P 21 Skills

Health Literacy

• Obtaining, understanding and interpreting basic health

information and services using such information and services in

ways that are health enhancing.

• Understanding preventive physical and mental health measures

including proper diet, nutrition, exercise, risk avoidance and

stress reduction.

• Using available information to make appropriate health related

decisions.

• Establishing and monitoring personal and family health goals.

• Understanding national and international public health and

safety issues.


Health

AASL Standards Pt 1/2 3.1 Skills

3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the

learning.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in

ways that others can view, use, and assess.


3.1.6 Use information and technology ethically and responsibly.

3.2 Dispositions in Action

3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal

situations.

3.2.2 Show social responsibility by participating actively with others in learning situations and by

contributing questions and ideas during group discussions.

3.2.3 Demonstrate teamwork by working productively with others.


Health

AASL Standards Pt 2/2

3.3 Responsibilities

3.3.1 Solicit and respect diverse perspectives while searching for information,

collaborating with others, and participating as a member of the community.

3.3.2 Respect the differing interests and experiences of others, and seek a variety of

viewpoints.

3.3.3 Use knowledge and information skills and dispositions to engage in public

conversation and debate around issues of common concern.

3.3.4 Create products that apply to authentic, real-world contexts.

3.3.5 Contribute to the exchange of ideas within and beyond the learning community.

3.3.6 Use information and knowledge in the service of democratic values.

3.3.7 Respect the principles of intellectual freedom.


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